PRESENTATION
DOI: https://doi.org/10.22409/mov.v7i14.47356
This year 2020
marks 55 years of Post-Graduate Programs, counted from Opinion Legal Sucupira (Opinion CFE nº 977/65). Over the years, the
university in general and the Post-Graduate Program have undergone significant
changes with regard to their autonomy, forms of
funding, duration of courses and training of qualified personnel. At the same
time, the conversion of research into a systematic activity, with the purpose of responding
to the process of internationalization of the economy/labor/technology,
propitiated the development and solidification of the National System of Science, Technology
and Innovation. It also called for the organization of an articulated
education system, composed of universities, schools, colleges and isolated
institutes, institutes linked to universities and institutions of scientific
and technological professional training of higher education. In this
sense, all areas of knowledge, Exact and Earth Sciences, Engineering, Health
Sciences, Agrarian Sciences, Human Sciences, Applied Social Sciences,
Linguistics, Letters and Arts, have been giving answers to this process of
modification that has occurred since then, being education transversal to all of them.
In this context, we present to readers the fourteenth edition,
a Special Edition, of the Movement – Education Journal of the Post-Graduate
Program in Education and the Faculty of Education of the Fluminense Federal
University.
The Dossier, entitled 55 years of Post-Graduate in
Brazil, seeks to rescue and
preserve the memory of the genesis of the Brazilian Graduate Program and
aspects of its development, going through the University Reform of 1968, until the days that run, and is organized in twelve articles, an interview, five documents and one review..
The first article of the dossier, entitled Half a century
of Post-Graduate in Brazil
from the heroic period to the productivism by the mediation of a model
superior to its matrices, by Dermeval Saviani, it analyzes the process of implementation of post-graduate
studies in Brazil, configured as a new superior model, based on the American and European models and points to the
problem around the risks of mischaracterization of the Brazilian post-graduate
model that manifest itself in academic productivism.
In the article The Post-Graduate in Brazil:
itineraries and challenges, Carlos Roberto
Jamil Cury reveals the
historical and legal elements of this trajectory, highlighting, on the
one hand, the proactive action of the State in the formation of academic
elites preparedfor
scientific researchactivities and, on the other hand,
the presence of the scientific community in committees, evaluations related to
graduate studies. This did not mean the absence of criticism and problematizations.
In The Collective Health: contributions to the Brazilian
Post-Graduate, Everardo Duarte Nunes is based on
primary sources in the areas of education and collective health - epidemiology, socialsciences in healthand planning, with
the task of analyzing the concept of Collective Health and the relations established between it and the
development of post-graduate studies in Brazil, particularly the
constitution of Programs in Collective Health..
Adriana Marcondes Machado, Beatriz Saks Hahne and Carolina Terruggi Martinez, in Facing Writing-In-Debt in researchers’ formation, uncover the malaise caused
in bodies of professors and student researchers such as stress, depression and
anxiety. According to the authors, the relationship with writing begins to be
lived as something of the protocol order as so as thing of the impossible under
the supremacy of quantitative
evaluation, the limitation of deadlines and the urgent need to publish articles
as continuous activity in name of good evaluations and the justification for granting
of scholarships, among other imperatives.
In the manuscript The
Post-Graduate in Brazilians Regional Centers as a place for internationalization
at home, by Egeslaine de Nez and Marilia
Costa Morosini, the authors
highlight the importance of graduate studies in regional centers,
considering its remarkable contribution
to the production of science and thus suger in
internationalization at home, a specificity of internationalization that
would take place from within, starting from local to external arrangements, at national
and international levels.
In The Professional
Masters Course in Professional and Technological Education (ProfEPT)
and the meaning of this offer of postgraduate in Brazil, Sandra Terezinha Urbanetz, Elisete
Lopes Cassiano and Vanessa Bettoni analyze the
contribution of the Professional Master in Professional Education in
Professional and Technological Education (ProfEPT) to
the Brazilian graduate program based on a rich documentary and empirical
inventory.
The
work of Rafael da Cunha Lara entitled Teaching
in Post-Graduate Studies under the Sign of Jano:
culture, knowledge and tiredness, analyzes aspects of educating in post-graduate studies
in Brazil, in contemporary times,
related to culture, knowledge and labor processes. Based on the analysis
of the results of two qualitative studies, undertaken in the form of a multiple
casestudy, involving university professors from all
over the country, the author reveals the way in which it constitutes the professor’s
labor in post-graduate courses showing new elements of culture work in a
context of acceleration of personal and professional rhythms of life,
production of knowledge and immersion in elements of digital culture.
In the article The
Meanings of the Professor of Higher Education on the studies of post-graduate students in Educational
Area, Francisco Antonio Machado Araujo and Maria Vilani Cosme de Carvalho
take as their basis for the theoretical contributions of Historical-Cultural
Psychology to analyze the apprehension of the contents, and the development of
the study by the students, at the level of the Post-Graduate Program in
Education mediated by the type of conception the professor brought to the classroom
about his experience in the academic-scientific course.
In the article The Debates About Teacher Education in CAPES and ANPEd
(2016-2019), Adilson de Souza Borges proceeds to the survey of scientific
productions in two websites, Capes and ANPEd, in
period during 2016 and 2019, in order to highlight the differences produced about teacher education
in the field of educational policies.
Finally, the last article of the dossier is authored by Elza Margarida de Mendonça
Peixoto: The Problem of Pre-Professional Education of
Subjective Conditions of Teachers on Professional Practice - Contributions by
José Barata-Moura. In it, the author
explores the radical issue underlying the practice of teaching and the teaching
stage as moments of pre-professional training of the subjective conditions of
teachers for professional practice. Based on dialectical historical
materialism, he argues that teaching practice and internship refer
to the problem of formation with truth, that is, of a formation that
allows an awareness/subjectivity that adequately reflects what is
reality.
Then, the interview with Afrânio Mendes Catani, livre docente at the University of São
Paulo (USP) and visiting professor of the Graduate Program in Education of the
Fluminense Federal University (UFF), has as title Metamorfoses of Brazilian Higher
Education: from "elite formation" to
"rampant pragmatism". In it, the interviewers
Marcos Marques de Oliveira and Nevaldo Leocádia Bastos Júnior,in
addition to paying tribute tothe late Jorge Nassim
Vieira Najjar, capture the
metamorphoses that occurred in the Brazilian higher education system, which according to Afrânio Mendes Catani has
four fundamental institutional milestones. They are: the creation of USP in the
1930s, aimed at the formation of São Paulo's elites; the university reform
carried out by the Military Dictatorship in the late 1960s, which marked a
first movement for the expansion of so-called Brazilian federal universities,
with the aim of adopting the departmental model of the North American
university; the enactment of the National Education Guidelines and Bases Act
(LBDEN) of 1996, during the government of Fernando Henrique Cardoso, which
aimed to update our higher education system to the privatist
prerogatives of a project of integration of the country to transnational
globalization; and, the educational policies of the governments of Luís Inácio Lula da Silva, which aimed to configure a new
movement to expand enrollment in Brazilian higher education , sought to combine
initiatives that met both the interests of the private education sectors and
the prerogatives of civil society movements that act in defense of Public
Education.
The Document section contains the Advisory Team Report to
Higher Education Planning – (EAPES REPORT) - MEC-USAID Agreement that, guided
the work of the University Reform Group, created by Decree nº 62,937, of July
2, 1968. We regard the analyzing this Report will contribute to the deepening
of studies on the theme of Higher Education.
In addition to the Report, the section incorporates four tributes to our
dear Jorge Nassim Vieira Najjar who, among other public positions, was Director
of the Faculty of Education and Coordinator of the Post-Graduate Program in
Education of the Fluminense Federal University. The first and second,
entitled My Master and I and By
the Supervisor Hands, are two accounts of simple experiences,
produced, respectively, by Marcelo Mocarzel and Karine Morgan, who express the love and intense exchange of
knowledge and learning that marked the relationship between supervisor and postgraduate
students in a short period of academic life of many and many postgraduate students
not only in Brazil, but perhaps worldwide. Yes, a short period of time organized
according to the curricular structure of the master's and doctorate courses,
which, however, are eternalized in the singular lives of Marcelo Mocarzel and Karine Morgan. May
such a relationship serve as an example.
The third tribute, entitled Friend, Organic Intellectual
and Defender of Public Education – tribute to Jorge Nassim Vieira Najjar, was caught into "Legal Opinion for access purposes
of associate class IV to class E (Full Professor) of the Career of the Higher
Magisterium" prepared by
Professor Luiz Fernandes Dourado, a board member
examining the academic performance of Jorge Najjar that elevates him to the
category of Full Professor of the Fluminense Federal University, in July 2020.
The fourth tribute concerns Decree nº 13,775 of
October 8, 2020, which creates the Jorge Nassim Vieira Najjar Municipal Unit
for Early Childhood Education, under the secretariat of Professor Flavia
Monteiro de Barros Araujo.
We close the Dossier with the Review, written
by Renata Azevedo Campos, about the book Postgraduate
policies and
evaluation of the strict sense program: from local social insertion to
internationalization, a collection organized by Valdina
Alves Ferreira. The book is a result of research and analysis on educational
policies around strict sense postgraduate studies.
We hope that the reading of the dossier will be so
many other analyses that will contribute to combat academicism as to construct a praxis that transforms the reality,
particularly the university and the public school.
Good reading!
Zuleide Simas da Silveira (org.)
Fluminense Federal University (UFF)
Niterói, RJ, Brazil